Art

Our Art and Design curriculum philosophy is to devise a path of study that explores and investigates key concepts and ideas, building on prior knowledge whilst introducing students to new artistic media and processes. They will be taught the formal elements of art and be able to apply them on their own visual journey. The aim of our curriculum is to empower students visually by enhancing and developing their skills in art and enabling them to access a broader range of ideas and potential artistic approaches, styles and outcomes.

Back to KS3 Subjects

At Key Stage 3, our Art curriculum guided by the IB Middle Years Programme (MYP) aims to cultivate curious, reflective, and internationally minded young artists. Through concept-driven, inquiry-based learning, students explore visual communication as a powerful tool to express identity, challenge perceptions, and engage with the world around them.

CRITERION A

Investigating

Criterion b

Developing

criterion C

Creating or Performing

criterion d

Evaluating

key concept

Connections

Related concept

Audience

Statement of INQUIRY

Ritual play and abstract thinking can connect audiences through shared language.

Unit/Assessment Objectives

Investigating

(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.

(2) Describe an artwork or performance from the chosen movement or genre.

Developing

(1) Practically explore ideas to inform development of a final artwork or performance.

(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Approaches to Learning

Self-managment – Planning their own responses based on feedback.

Developing skills identified through assessment prior to creating developed outcome.

Communication – Debating the value of artwork, both their own and that of other artists.

Thinking –
Creating paper cut out artworks, observational drawings, exploring ‘ish’ drawing and ‘see-not-think-see’.

key concept

Connections

Related concept

Audience

Statement of INQUIRY

Ritual play and abstract thinking can connect audiences through shared language.

Unit/Assessment Objectives

Creating

(1) Create or perform an artwork

Evaluating

(1)  Appraise their own artwork or performance.
(2) Reflect on their own development as an artist.

Approaches to Learning

Self-managment – Planning their own responses based on feedback.

Developing skills identified through assessment prior to creating developed outcome.

Communication – Debating the value of artwork, both their own and that of other artists.

Thinking –
Creating paper cut out artworks, observational drawings, exploring ‘ish’ drawing and ‘see-not-think-see’.

key concept

Aesthetic

Related concept

Presentation

Statement of INQUIRY

Presentation and Aesthetics are shaped by our orientation in space and time.

Unit/Assessment Objectives

Investigating

(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.

(2) Describe an artwork or performance from the chosen movement or genre.

Developing

(1) Practically explore ideas to inform development of a final artwork or performance.

(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Approaches to Learning

Self-managment – Planning their own responses based on feedback.

Developing skills identified through assessment prior to creating developed outcome.

Communication – Debating the value of artwork, both their own and that of other artists.

Thinking –
Creating paper cut out artworks, observational drawings, exploring ‘ish’ drawing and ‘see-not-think-see’.

key concept

Aesthetic

Related concept

Presentation

Statement of INQUIRY

Presentation and Aesthetics are shaped by our orientation in space and time.

Unit/Assessment Objectives

Creating

(1) Create or perform an artwork

Evaluating

(1)  Appraise their own artwork or performance.
(2) Reflect on their own development as an artist.

Approaches to Learning

Self-managment – Planning their own responses based on feedback.

Developing skills identified through assessment prior to creating developed outcome.

Communication – Debating the value of artwork, both their own and that of other artists.

Thinking –
Creating paper cut out artworks, observational drawings, exploring ‘ish’ drawing and ‘see-not-think-see’.

key concept

Change

Related concept

Representation

Statement of INQUIRY

Representation can bring about real world change, inspiring sustainable practices in a globalised world..

Unit/Assessment Objectives

Investigating

(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.

(2) Describe an artwork or performance from the chosen movement or genre.

Developing

(1) Practically explore ideas to inform development of a final artwork or performance.

(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Approaches to Learning

Social

  • Communication
  • Practise empathy

Self Management

  • Reflection
  • Focus on the process of creating by imitating the work of others
key concept

Change

Related concept

Representation

Statement of INQUIRY

Representation can bring about real world change, inspiring sustainable practices in a globalised world..

Unit/Assessment Objectives

Creating

Create or perform an artwork

Evaluating

(1) Appraise their own artwork or performance.
(2) Reflect on their own development as an artist.

Approaches to Learning

Social

  • Communication
  • Practise empathy

Self Management

  • Reflection
  • Focus on the process of creating by imitating the work of others

Key Concepts

Form

Related concepts

Expression

Statement of Inquiry

Form influences how ideas are expressed and reflects the ways reality is socially constructed.

Unit Assessment/Objectives

Investigating 

(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.

(2) Describe an artwork or performance from the chosen movement or genre.

Developing

(1) Practically explore ideas to inform development of a final artwork or performance.

(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry

Approaches to

In order for students to practically explore ideas to inform development of a final artwork or performance (Bi), they will need to depict visual information logically.

Explicitly taught and practiced skill strategies: Students will explicitly learn and practice communication through (visual) language by exploring artistic deconstruction, then engaging in collages, developing tonal drawing skills for form and light, and finally synthesising these approaches through relief printing.

Key Concepts

Form

Related concepts

Expression

Statement of Inquiry

Form influences how ideas are expressed and reflects the ways reality is socially constructed.

Unit Assessment/Objectives

Creating

Create or perform an artwork

Evaluating

(1) Appraise their own artwork or performance.

(2) Reflect on their own development as an artist.

Approaches to

In order for students to practically explore ideas to inform development of a final artwork or performance (Bi), they will need to depict visual information logically.

Explicitly taught and practiced skill strategies: Students will explicitly learn and practice communication through (visual) language by exploring artistic deconstruction, then engaging in collages, developing tonal drawing skills for form and light, and finally synthesising these approaches through relief printing.

Key Concepts

Time, place & space

Related concepts

Narrative

Statement of Inquiry

Virtual environments influence how time, place, and space shape narratives

Unit Assessment/Objectives

Investigating

(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.

(2) Describe an artwork or performance from the chosen movement or genre.

Developing

(1) Practically explore ideas to inform development of a final artwork or performance.

(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry

Approaches to

In order for students to appraise their own artwork or performance (Di), they will need to make unexpected or unusual connections between objects and/or ideas.

Explicitly taught and practiced skill strategies: Students will explicitly learn and practice skill strategies for a digital surrealist project using Photopea by analysing how artists like Nicholas Lampert create unexpected visual juxtapositions.

They will then apply these principles to construct their own surreal narratives, thoughtfully combining a diverse range of primary and secondary imagery to generate unusual and thought-provoking connections.

Key Concepts

Time, place & space

Related concepts

Narrative

Statement of Inquiry

Virtual environments influence how time, place, and space shape narratives

Unit Assessment/Objectives

Creating

Create or perform an artwork

Evaluating

(1) Appraise their own artwork or performance.

(2) Reflect on their own development as an artist.

Approaches to

In order for students to appraise their own artwork or performance (Di), they will need to make unexpected or unusual connections between objects and/or ideas.

Explicitly taught and practiced skill strategies: Students will explicitly learn and practice skill strategies for a digital surrealist project using Photopea by analysing how artists like Nicholas Lampert create unexpected visual juxtapositions.

They will then apply these principles to construct their own surreal narratives, thoughtfully combining a diverse range of primary and secondary imagery to generate unusual and thought-provoking connections.

Key Concepts

Creativitiy

Related concepts

Play

Statement of Inquiry

Creativity often grows through play as students explore opportunity, risk, and consequences.

Unit Assessment/Objectives

Investigating

(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.

(2) Describe an artwork or performance from the chosen movement or genre.

Developing

(1) Practically explore ideas to inform development of a final artwork or performance.

(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry

Approaches to

In order for students to present clear artistic intention for the final artwork or performance in line with the statement of inquiry (Bii), they will need to help others to succeed.

Explicitly taught and practiced skill strategies: Students will explicitly learn and practice skill strategies for an art clay project by first researching and documenting various metal textures and finishes, then sharing their findings and offering constructive feedback on sculptural forms that successfully mimic these qualities.

This collaborative approach helps each student refine their illusionary clay sculptures and present a clear artistic intention aligned with the statement of inquiry.

Key Concepts

Creativitiy

Related concepts

Play

Statement of Inquiry

Creativity often grows through play as students explore opportunity, risk, and consequences.

Unit Assessment/Objectives

Creating

Create or perform an artwork

Evaluating

(1) Appraise their own artwork or performance.

(2) Reflect on their own development as an artist.

Approaches to

In order for students to present clear artistic intention for the final artwork or performance in line with the statement of inquiry (Bii), they will need to help others to succeed.

Explicitly taught and practiced skill strategies: Students will explicitly learn and practice skill strategies for an art clay project by first researching and documenting various metal textures and finishes, then sharing their findings and offering constructive feedback on sculptural forms that successfully mimic these qualities.

This collaborative approach helps each student refine their illusionary clay sculptures and present a clear artistic intention aligned with the statement of inquiry.

Key Concepts

Communication

Related Concepts

Expression

Statement of inquiry

Artists use visual expression to communicate personal and collective experiences of war and conflict, shaping how societies understand and remember history.

Unit/Assessment Objectives

Investigating

(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.

(2) Describe an artwork or performance from the chosen movement or genre.

Developing

(1) Practically explore ideas to inform development of a final artwork or performance.

(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry

Approaches To

Critical Thinking: Analyze how artistic choices reflect emotion, opinion, and political stance.

Explore different perspectives and interpretations of conflict in art.

Key Concepts

Communication

Related Concepts

Expression

Statement of inquiry

Artists use visual expression to communicate personal and collective experiences of war and conflict, shaping how societies understand and remember history.

Unit/Assessment Objectives

Creating

Create or perform an artwork

Evaluating

(1) Appraise their own artwork or performance.

(2) Reflect on their own development as an artist.

Approaches To

Critical Thinking: Analyze how artistic choices reflect emotion, opinion, and political stance.

Explore different perspectives and interpretations of conflict in art.

Key Concepts

Form

Related Concepts

Expression

Statement of inquiry

Form influences how ideas are expressed and reflects the ways reality is socially constructed.

Unit/Assessment Objectives

Investigating

(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.

(2) Describe an artwork or performance from the chosen movement or genre.

 Developing

(1) Practically explore ideas to inform development of a final artwork or performance.

(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Approaches To

In order for students to practically explore ideas to inform development of a final artwork or performance (Bi), they will need to depict visual information logically.

Explicitly taught and practiced skill strategies: Students will explicitly learn and practice communication through (visual) language by exploring artistic deconstruction, then engaging in collages, developing tonal drawing skills for form and light, and finally synthesising these approaches through relief printing.

Key Concepts

Form

Related Concepts

Expression

Statement of inquiry

Form influences how ideas are expressed and reflects the ways reality is socially constructed.

Unit/Assessment Objectives

Creating

Create or perform an artwork

Evaluating

(1) Appraise their own artwork or performance.

(2) Reflect on their own development as an artist.

Approaches To

In order for students to practically explore ideas to inform development of a final artwork or performance (Bi), they will need to depict visual information logically.

Explicitly taught and practiced skill strategies: Students will explicitly learn and practice communication through (visual) language by exploring artistic deconstruction, then engaging in collages, developing tonal drawing skills for form and light, and finally synthesising these approaches through relief printing.

Key Concepts

Culture

Related Concepts

Structure

Statement of inquiry

Architectural forms can represent identity and resilience, reflecting how communities innovate and adapt to their environments within the pressures of urbanization and inequality.

Unit/Assessment Objectives

Investigating

(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.

(2) Describe an artwork or performance from the chosen movement or genre.

Developing

(1) Practically explore ideas to inform development of a final artwork or performance.

(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Approaches To

Collaboration Skills

Participating in group critiques and collaborative planning (optional group projects)

Key Concepts

Culture

Related Concepts

Structure

Statement of inquiry

Architectural forms can represent identity and resilience, reflecting how communities innovate and adapt to their environments within the pressures of urbanization and inequality.

Unit/Assessment Objectives

Creating

Create or perform an artwork

Evaluating

(1) Appraise their own artwork or performance.

(2) Reflect on their own development as an artist.

Approaches To

Collaboration Skills

Participating in group critiques and collaborative planning (optional group projects)

Back to KS4 Subjects
ks4 art

Our Art and Design curriculum philosophy is to devise a path of study that explores and investigates key concepts and ideas, building on prior knowledge whilst introducing students to new artistic media and processes. They will be taught the formal elements of art and be able to apply them on their own visual journey. The aim of our curriculum is to empower students visually by enhancing and developing their skills in art and enabling them to access a broader range of ideas and potential artistic approaches, styles and outcomes.

Statement of INQUIRY

The representation of the human body in art reflects our identity, emotions, and perceptions, influenced by anatomical understanding and cultural context.

Approaches to Learning

Communication Skills:
Interpret and present ideas visually and orally.

Statement of INQUIRY

The representation of the human body in art reflects our identity, emotions, and perceptions, influenced by anatomical understanding and cultural context.

Approaches to Learning

Communication Skills:
Interpret and present ideas visually and orally.

Statement of INQUIRY

The representation of the human body in art reflects our identity, emotions, and perceptions, influenced by anatomical understanding and cultural context.

Approaches to Learning

Communication Skills:
Interpret and present ideas visually and orally.

Statement of INQUIRY

Artists use visual expression to communicate personal and collective experiences of war and conflict, shaping how societies understand and remember history.

Approaches to Learning

Critical Thinking:
Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.

Statement of INQUIRY

Artists use visual expression to communicate personal and collective experiences of war and conflict, shaping how societies understand and remember history.

Approaches to Learning

Critical Thinking:
Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.

Statement of INQUIRY

Artists use visual expression to communicate personal and collective experiences of war and conflict, shaping how societies understand and remember history.

Approaches to Learning

Critical Thinking:
Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.

Statement of Inquiry

Form influences how ideas are expressed and reflects the ways reality is socially constructed.

Approaches to learning

Critical Thinking:
Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.

Statement of Inquiry

Form influences how ideas are expressed and reflects the ways reality is socially constructed.

Approaches to learning

Critical Thinking:
Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.

Statement of Inquiry

Students will be undertaking their final GCSE project.

Statement of Inquiry

Students will be undertaking their final GCSE project.

Statement of Inquiry

Students will be given the opportunity to finish any outstanding coursework for their GCSEs